This study presents a systematic review of the literature on the implementation of the Design Thinking (DT) methodology in STEM education. Using the Scopus and Web of Science databases, 54 articles were analyzed after applying inclusion and exclusion criteria, from a total of 358 initial studies. The research focuses on characterizing the scientific production related to DT and STEM, evaluating its results, challenges, and limitations. The bibliometric results highlight a significant increase in publications on DT in STEM since 2018, with the United States, Thailand, and Australia as the main contributors in the field. In addition, a predominant focus is observed on qualitative studies, focused on exploring participants' experiences and perceptions in the application of DT. Despite the significant growth and contributions, challenges such as small sample sizes, time constraints, and the requirement for more teacher training and resources for an effective implementation of DT in STEM education were identified.
Rojas et al. (2025) studied this question.